The plllpose of this study was to identify the existing gap between how ABE program is perceivedrnand the way it was practiced in pastoral woreclas of Borana zone. Further intention to identifyrnmajor impediments of the program in its implementation was also given consideration in thernstudy. To this effect descriptive survey design was employed in the study. Relevant literature wasrnreviewed and secondary data from Borana zone Education qUice and annual educationalrnabstracts from OEB and MOE were obtained. Primary data were gathered from j 7 CMCrnmembers and 24 ABE pupils using focus-group discussions. A total of 76 facilitators (/7 fromrnGOs and 59 from NGOs), 33 education experts and 5 NGOfocal persons were also involved andrnprovide data through questionnaire. Respondents were selected by applying, availability,rnpurposive and stratified sampling. Data obtained through focus group discussion was examinedrnqualitatively. Those from questionnaire were analyzed using percentage one-way ANOVA, Chisquirernand grand mean afier processed in SPSS The results indicated that ABE pupils perceivernABE as a place of knowing how to read, write and compute minor mathematics. CAlC membersrnalso regarded ABE as important to their children. Even though alfitudes toward ABE werefoundrnpositive the needs to pastoral parents to meet through the program were not well treated byrnimplementers. ABE schedule for instance was run under formal academic calendar on thernpreference of facilitators. The community was also not involved in the recruitment of facilitatorsrnwhich led the program to be regarded as obligation in the eyes of pastoralists. Distance to ABErncenters and clash between neighboring clans were found to be the mCU'or obstacles of pastoralrnchildren from going ABE centers. Bes ides, woreda education offiials were less alfentive in thernschooling facilities and supervisOlY services of the program. On the top of this, high tum overrnand the need for on-the-job training were problems to be solved on the part of facilitators.rnThough NGOs alfempted to provide ABE in Borana they are still required of establishing morerncenters and improve school facilities of the program. Hence there are perception andrnimplementation problems on the ongoing ABE program in the pastoral woredas of Sorana zone.rnCommunity forums, short-term training programs, making ABE scheduleflexible as preferred byrnpastoral parents, establishing additional centers, improving the quality of local resources, andrnstarting linkage befl,veen ABE center and first-cycle formal prill101Y schools arranging visits andrnsport, drama, music and folklore sessions are recommended so as to strengthen the ABErnprogramme in pastoralworedas of BOI'ana zone.